The intent of this document is to outline the professional expectations for effective marking, feedback, and assessment. These practices aim to develop students' literacy and support their progress in learning. 

Marking and feedback should be prioritised to improve literacy and challenge errors while resolving misconceptions. Teachers are responsible for classroom-level marking and should have routines for effective workload management, including live marking where appropriate. Books should be checked for standards at the end of each learning cycle. Classroom teachers must use the 'Sir William Stanier Literacy Marking Code’ to provide accurate and consistent feedback. Quiz responses, extended responses, and practice questions should be marked for both literacy and standards within the learning cycle.

Assessments should use formative strategies, including retrieval quizzing, hinge questions, and practice questions, to give insights into student performance and support DDI. There should be a minimum of one midpoint and one summative end-of-unit assessment per topic, plus a hall exam at the end of the year. Assessment design should be reliable and valid and reflect the terminal examination experience. Students should take responsibility for timely completion of homework and respond to marking and feedback. All assessments must undergo moderation and are graded according to GCSE, OCR or BTEC grading systems.

Students should self-assess their retrieval quizzes, extended responses, and practice questions through post-assessment feedback – known as ‘reteach’. Teachers should give explanatory feedback, connecting correct answers with related concepts, and challenge any misconceptions. Hinge questions should be assessed by the teacher with immediate, verbal feedback. Data-Driven Instruction (DDI) helps teachers use feedback from formative and summative assessments to adapt instruction and planning. Self-regulated strategies need to be modelled and practiced by students, and feedback should inform their next steps in learning.

Reteach Sequence

Directed Improvement Time Explicitly share success criteria with students to form contextual links between common cues and the desired response to refine use of subject specific language.

Students receive assessed work and the criteria used to infer success.

Students improve responses in green pen using success criteria.

Explicit, teacher-led modelling

Self-regulation requires explicit instruction of metacognitive strategies for planning, monitoring and evaluation task performance. Such strategies are best delivered by the teacher with domain specific expertise, clearly articulating methodologies and strategies to succeed.

Teacher models their thinking and strategies for responding to practice questions.

Teachers should prioritise addressing common misconceptions, inferred from question level analysis. 

Self-regulated practice

Teachers should explicitly support students to develop independent learning skills. Carefully designed guided practice, with support gradually withdrawn as the student becomes proficient, can allow students to develop skills and strategies before applying them in independent practice. In turn preparing students for future stages of learning.

Self-regulated practice is resourced and provides structured time for students to demonstrate misconceptions have been addressed through practice designed to extend learning.


The Learning Partnership